Thursday, September 30, 2010

Today, students actively read the poem “Superman’s Song” by the Crash Test Dummies
Following this, the students then answered the questions provided and as indicated in the instructions. If you were not here, both the poem and the questions are in your portfolio.

Wednesday, September 29, 2010

Today, we reviewed grammar assignment #2 (the literary devices located in the sentences). First, you were placed in groups to discuss them; then, we went over them individually on the board. If you were not here, these must be handed in when you return.

Tuesday, September 28, 2010

Today, we discussed how students should read poetry
I provided you with a concise handout of expectations (starts with “1. Look at the title of this poem…") to explain exactly what is expected in a poetry analysis.
I then handed out the poem “Early Shift” by Peter Towers
You were to analyze it as indicated in the handout you have received today. If you were not here, the handout and the poem are in your portfolio.

Monday, September 27, 2010

Today, you had a homework check to see if you filled in the cue cards for this unit (the assignment was given out on Thursday). I then gave you assignment #2 worksheet on literary devices and additional terms to add. If you were not here, these are in your portfolio. Please retrieve and complete.

Thursday, September 23, 2010

Today, we discussed the importance of poetry, comparing it to pictures from events to show how it is important as a tool to evoke the senses through emotion. I explain how it gets its message across (through appealing to the five senses).
· I then handed out the list of terms and concepts you will need to understand by the end of this unit entitled “Introduction to Poetry”
· I then handed out the booklet entitled “The Least You Should Know About Poetry” to help you locate and define the terms and concepts
· You were to put all of these on cue cards for study purposes (as indicated on the concepts/terms sheet).

Make sure you pick up more cue cards for this class as 100 is proving not to be enough (try for 100 per unit, though there will be less as we go).

Wednesday, September 22, 2010

Today, we discussed the essays you wrote as part of the short story unit. We went over how to approach the question (it is in your portfolio if you weren't here).

You also had to examine your returned essay, note the comments, and find areas you believe you will/can improve.
I also handed out a copy of your progress to this point.

Tuesday, September 21, 2010

Today, you wrote your multiple choice unit exam for the short story unit.

Tomorrow, we will start the poetry unit.

Monday, September 20, 2010

Today, students wrote their first in-class unit essay. If you weren't here, you need to arrange with me to write this exam some time this week. I am here both before and after school.

Friday, September 17, 2010

Today, you worked on comma rule four (exercise/paired) and then finished working on the questions you were provided for yesterday to complete on the computer and/or on your cue cards. In order to prepare for the essay on Monday, you will need to make sure you understand the stories we covered in class well. This includes characterization and plot. The list of stories are below:

* "The Crystal Stars have just Begun to Shine (page 60)"
* "War (page 70)"
* "Penny in the Dust (handout)"
* "Jezebel Jessie (handout)"

Thursday, September 16, 2010

Today, we worked on exercises for comma rule#3. We then went through the group process of justifying multiple choice questions using the "Jezebel Jessie" questions you finished yesterday. From here, I handed out a list of everything we learned this unit in the form of questions. Your job is to answer them (either on the computer or on your own cue cards). I have included the list below. Finally, we checked the computers to make sure they work and that you know how to properly sign in to them.
A reminder: your in-class essay is on Monday and your in class multiple choice exam is on Tuesday.

Wednesday, September 15, 2010

Today, students handed in the character description paragraph for "Jezebel Jessie". From here, we discussed how to successfully answer multiple choice questions (if you were not here, there is an handout in your portfolio). Finally, they answered some questions in the manner expected using the short story "Jezebel Jessie" as their source.

Tuesday, September 14, 2010

Today, you handed in your character sketches. You then worked on comma rule #2 questions. From here, we moved on to a short story called "Jezebel Jessie" by Harry J. Boyce. I handed out a sheet on figurative language that you need to memorize and also need to highlight and define on the short story page if any appeared.Further, you also need to highlight and look up (and write down on the page) any unfamiliar words. You then need to create a characteristic/evidence list for either the main character or Jessie (which can also be done on the back or on the bottom of the page) and write a character sketch from this.

Monday, September 13, 2010

Today, the students were provided with a sheet explaining the rules of comma usage, which we discussed in-depth. I then gauge them an exercise for rule one, which they did in pairs.
I then handed out a sheet on how to write a critical/analytical essay. From this, the students wrote a character sketch using points 3, 4, and 5. If you were not here, this, and the comma exercise and rules, are in your portfolio.

Friday, September 10, 2010

Today, we discussed the questions from "Penny in the Dust". We then worked fairly indepthly on how to chrate a character sketch (find the evidence/actions and then develop what we think about their character from that).

I then did some mini lessons on the following common mistakes I am seeing in students' writing:

* using "could have" and "would have" instead of "could of" and "would of".

* using "until" instead of "till".

* not starting answers with the word "yes" when they are to be answered fully.

* using "because" instead of "cause".

We then worked more in-depth on the struggles students are having with "there", "their", and "they're". I handed out an explanation of how to use these properly as well as questions that were due today. If you were not here, look up the rules for these on the Internet and then do the questions that follow:

INSTRUCTIONS: Examine each of the following sentences. If they are correctly using “there”, “their”, or they are, write correct in the space provided. If they are not used correctly, rewrite the sentence correctly. Make sure that you spell all the words correctly as I will dock you marks if you don’t. Also, make sure you put capitals at the beginning of the sentences and periods at the end.

1. There hanging from a pole.

2. They look sad because they don’t want to be there.

3. One can see from the photograph that there looking at something.

4. No one makes there kids do something they don’t want to.

5. The kids are only doing this because their parents put them there.

6. This is probably a normal part of there lifestyle.

7. How is what their doing going to affect them in later life?

8. They should be hanging out with they’re friends.

9. Children need their time to play.
10. Governments need to tone down what they are doing as there children need to have lives.
11. I think it is wrong for China to bring such young children into a stressful environment like this because their just kids.

Thursday, September 9, 2010

Today, students handed in their assignments from yesterday. My goal over the next couple of days is to meet with them and work out any problems they are having with verbs or provide some specific exercises as needed. The students then read the short story "Penny in the Dust" by Ernest Buckler (if you were not here, it is in your portfolio. It cannot be pasted here as it is copyright protected). I then handed out questions to do in relation to the story. These will also be in your portfolio if you were not here. The questions are due tomorrow if you were here.

Wednesday, September 8, 2010

Today, we marked the questions from "The Crystal Stars Have Just Begun to Shine" by Martha Brooks. We also worked on understanding verbs (you received a booklet to explaint them better and did an exercise sheet). After this, the students had to choose a paragraph (that has at least four lines) from the story and rewrite in the past tense. Finally, the students had to do the following:
Author’s often reveal the personalities of characters through description, direct speech and actions.
Find at least two of each of these in the story for two different characters (so, four in each category):
Use a chart to keep track of your findings:
These are all due by the start of class tomorrow.

Monday, September 7, 2010

Today, we did a supply check to ensure everyone had their supplies. I then explained journaling to the students. After this, the novel study instructions were handed out (if you were not here, they are in your portfolio).
We then discussed the short story "The Crystal Stars Have Just Begun to Shine", by Martha Brooks. We defined what is meant by themes and Symbols (if you were not here, you must look them up and define them), and then I handed out questions. I have pasted them in here. These are due for tomorrow.

“The Crystal Stars Have Just Begun to Shine” (p. 60)

1. What is the problem Martha brooks introduces at the beginning of the story? What conflict does it produce? How are the problem and conflict resolved?

2. What do you think the title of this short story refers to? Why do you think Brooks chose this title?

3. What do you think will happen between Elliot and Rita after the story’s ending?

4. Which of the characters could you identify with? Explain your reasons using details to support this position.


5. Do you think the story offers a realistic portrayal of family life in Canadian society? Explain your reasons using details to support this position.


6. What do you think is the theme of this story? The theme of a story is what the main character, or the reader, discovers about life or people by the end of the story.

Friday, September 3, 2010

Today, we finished our notes using the short story "War". We discussed Adverbs, point of view (omniscient, limited omniscient, first person narrative, objective), and characteristics. The adverb exercise has been placed below. It is due on Tuesday at the start of class if you were not here today.
For this weekend, read the short story, "The Crystal Stars Have Just Begun to Shine", which starts on page 60 of your Crossroads text.

Thursday, September 2, 2010

Today, you had a quiz to review how well you have learned the mini-lessons we have had on common writing problems.
After this, we discussed the short story "War" further.
Basically, we identified all the parts of the plotine for this story
If you were not here, you need to write this quiz. The notes from the powerpoint will be in your portfolio.
The next story we will read is on page 60 of your Crossroads text.

Wednesday, September 1, 2010

Today, we discussed how to cite various genres of writing correctly. If you were not here, the two sheets I handed out on this are in your portfolio (one is entitled "Titles of Other Works"; the other is a worksheet).



We then discussed "War" by Timothy Findley (powerpoint). If you were not here, I have placed this information in your box as well. I had all the students write an in-class summary of the short story. This was used as a homework check.
Your assignment was then to create a plotline on an 11 X 17 sheet provided using the notes we took yesterday. If you were not here, these notes have already been placed in your portfolio. These plotlines are due tomorrow.